Scholastic Area that Course Is Active In: Mathematics

MMIGP2

Students will reason and evaluate mathematical arguments.

Element: MMIGP1.a

Build new mathematical knowledge through problem solving.

Element: MMIGP1.b

Solve problems that arise in mathematics and in other contexts.

Element: MMIGP1.c

Apply and adapt a variety of appropriate strategies to solve problems.

Element: MMIGP1.d

Monitor and reflect on the process of mathematical problem solving.

MMIGP2

Students will reason and evaluate mathematical arguments.

Element: MMIGP2.a

Recognize reasoning and proof as fundamental aspects of mathematics.

Element: MMIGP2.b

Make and investigate mathematical conjecture.

Element: MMIGP2.c

Develop and evaluate mathematical arguments and proofs.

Element: MMIGP2.d

Select and use various types of reasoning and methods of proof.

MMIGP3

Students will communicate mathematically.

Element: MMIGP3.a

Organize and consolidate their mathematical thinking through communication.

Element: MMIGP3.b

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Element: MMIGP3.c

Analyze and evaluate the mathematical thinking and strategies of others.

Element: MMIGP3.d

Use the language of mathematics to express mathematical ideas precisely.

MMIGP4

Students will make connections among mathematical ideas and to other disciplines.

Element: MMIGP4.a

Recognize and use connections among mathematical ideas.

Element: MMIGP4.b

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Element: MMIGP4.c

Recognize and apply mathematics in contexts outside of mathematics.

MMIGP5

Students will represent mathematics in multiple ways.

Element: MMIGP5.a

Create and use representations to organize, record, and communicate mathematical ideas.

Element: MMIGP5.b

Select, apply, and translate among mathematical representations to solve problems.

Element: MMIGP5.c

Use representations to model and interpret physical, social, and mathematical phenomena.

MMIGPD1

Students will use properties of normal distributions to make decisions about optimization and efficiency.

Element: MMIGPD1.a

Calculate theoretical and empirical probabilities using standardized and non-standardized data.

Element: MMIGPD1.b

Analyze and interpret the probabilities in terms of context.

Element: MMIGPD1.c

Consider contextual factors and investigate issues within the decision-making process.

Element: MMIGPD1.d

Apply techniques to quality control settings.

MMIGPD2

Students will use properties of other distributions (e.g. binomial, geometric, Poisson) to make decisions about optimization and efficiency.

Element: MMIGPD2.a

Calculate theoretical and empirical probabilities using standardized and non-standardized data.

Element: MMIGPD2.b

Analyze and interpret the probabilities in terms of context.

Element: MMIGPD2.c

Consider contextual factors and investigate issues within the decision-making process.

MMIGPD3

Students will use other probabilistic models to make decisions.

Element: MMIGPD3.a

Use program evaluation review technique (PERT) to investigate completion times of a project.

Element: MMIGPD3.b

Develop and apply transition matrices to make predictions using Markov Chains.

Element: MMIGPD3.c

Apply queuing theory.

Element: MMIGPD3.d

Consider contextual factors and investigate issues within the decision making process.

MMIGPD4

Students will use computer simulations to make decisions.

Element: MMIGPD4.a

Use technology to simulate a real-world situation.

Element: MMIGPD4.b

Analyze, evaluate, and interpret results.

Element: MMIGPD4.c

Examine alternate decisions in response to contextual changes.

MMIGDD1

Students will use advanced linear programming to make decisions.

Element: MMIGDD1.a

Distinguish among continuous, integer, and binary contexts.

Element: MMIGDD1.b

Model a contextual problem with three or more variables.

Element: MMIGDD1.c

Solve problems with three or more variables using technology.

Element: MMIGDD1.d

Interpret the results.

Element: MMIGDD1.e

Examine cause and effect of contextual changes.

MMIGDD2

Students will determine optimal locations and use them to make appropriate decisions.

Element: MMIGDD2.a

Find the optimal median location in a one-dimensional context.

Element: MMIGDD2.b

Find the optimal median location in a rectilinear context.

Element: MMIGDD2.c

Find the optimal location given three equally weighted, non-collinear points.

Element: MMIGDD2.d

Find the optimal location in a set covering context.

MMIGDD3

Students will determine optimal paths and use them to make appropriate decisions.

Element: MMIGDD3.a

Relate context to a network representation.

Element: MMIGDD3.b

Apply appropriate recursive algorithms for minimum spanning tree, shortest path, and critical path management.

Element: MMIGDD3.c

Examine alternate decisions in response to contextual changes.

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

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